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Persoonlijke Leeromgevingen

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Pushing the boundaries of the VLE (II) …

Pushing the boundaries of the VLE (II)
personal learning & web 2.0,
Scott Wilson, CETIS
(CC licensed)

Published in Technology , Education
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  • 1. Pushing the boundaries of the VLE (II) personal learning & web 2.0 Scott Wilson, CETIS This work is licensed under a Attribution-NonCommercial-ShareAlike 2.0 licence http://www.cetis.ac.uk/members/scott/foaf.rdf
  • 2. Or, the non-enterprisey, post-industrial, un-VLE (?)
  • 3. How did we get here?
  • 4.  
  • 5.  
  • 6. Web 2.0?
  • 7.  
  • 8. The JISC PLE project
    • Articulate and understand the educational context (LLL, LWL, IL)
    • Identify the technologies needed
    • Model the space
    • Develop prototypes to help explore
    • Stimulate a public discussion
  • 9.  
  • 10. Future VLE: Scott Wilson
  • 11. Web 2.0 Meme Map - Tim O'Reilly
  • 12. Digital Lifestyle Aggregator - Marc Canter
  • 13. Dave Tosh: Personal Learning Landscape
  • 14. Weblog and Aggregation Organisational Online Communication Model - James Farmer
  • 15.  
  • 16.  
  • 17.  
  • 18. Learning Networks
    • Combining formal and informal learning episodes
    • Using shared goals to forge a social identity
    • Symmetry of experience in informal and formal discovery and action
    • Global community of peers
    • The Long Tail
  • 19. Learning networks
    • In the future, will learners already be part of a learning network before joining a course?
    • Will they have a pre-existing community of peers?
    • Inversion - can institutions be facilitators of learning networks instead of purveyors of courses?
    • Is the orientation to competences a way forward?
  • 20.  
  • 21.  
  • 22. Models of PLEs
    • Device (e.g. phone, PDA)
    • Browser (e.g. Flock, Firefox)
    • Aggregator and publisher (e.g. Plex, iTunes)
    • Web desktop (e.g. Netvibes, Pageflakes)
    • Blog-centred mashup
    • Ad-hoc (e.g. interplay of various sites)
  • 23. But!
    • A PLE is personally constructed and discovered - you don’t “provide a PLE” like you provide the VLE. Its not a box
    • Working with PLEs is about tailoring the infrastructure to be supportive
    • Coordination in PLEs can be emergent
    • (More from Chuck later on the SOAUI?)
  • 24.  
  • 25. [netvibes]
  • 26. Blog add-ons
  • 27. Adaptation strategies for web 2.0
    • Ignore
    • Co-opt: ‘embrace & extend’
    • Invert: contribute & support
  • 28. 1. Ignore
  • 29. added by me using GreaseMonkey
  • 30. 2. Co-opt
    • Requires subtlety, and understanding of different social factors and affordances of informal and formal learning
  • 31.  
  • 32.  
  • 33.  
  • 34. 2. Inversion
    • PLE is an inversion strategy, and is potentially disruptive
  • 35. VLE -> PLE Asymmetric Symmetric PLE Symmetric Asymmetric VLE User context User capabilities
  • 36.  
  • 37. Transformation demands
    • From hosting to consultancy (HE no longer an ISP or corporate IT provider)
    • From closed to open ethos: on content, systems, processes
    • Adding value to the Internet, not duplicating functionality with added control mechanisms
  • 38. Contributing
    • Our information - data, research, publications, content via open web APIs
    • Our expertise
    • Our offerings and products
    • Our role as facilitators, guides, and trusted source
  • 39.  
  • 40.  
  • 41.  
  • 42. Pragmatic approaches?
    • Keep providing VLEs and other institutional e-learning solutions but open up the content and provide APIs so it can be incorporated into PLEs
    • Support user-supplied technologies in new infrastructure development (Wi-Fi, shared screens, flexible spaces instead of labs)
    • Incorporate useful functionality into the VLE from elsewhere via Web APIs
  • 43. Cont’d
    • Support flexible e-learning with or without the VLE at center stage, using other web services and applications where they add value
    • Move administrative functionality into a service layer (e.g., using the e-Framework) and expose via VLE or PLE
  • 44. Dank u wel!
    • [email_address]
    • http://www.cetis.ac.uk/members/scott
    • http://www.cetis.ac.uk/members/ ple
    • http://del.icio.us/tag/ple